Development: Infancy Through Middle Adulthood chapter 9

Question 1

Development

Answer 1

refers to the process of adapting to one’s body and environment over time, which is enabled by increasing complexity of function and skill progression

Question 2

Growth

Answer 2

refers to physical changes that occur over time, such as increases in height, sexual maturation, or gains in weight and muscle tone.

Question 3

Change is:

Answer 3

Change is constant throughout the life span.

Question 4

Nature

Answer 4

refers to genetic endowment

Question 5

nurture

Answer 5

influence of the environment on the individual.

Question 6

Growth and development usually follow an orderly, predictable pattern.

Answer 6

the timing, rate of change, and response to change are unique for each individual.

Question 7

Growth and development follow a cephalocaudal pattern

Answer 7

beginning at the head and progressing down to the chest, trunk, and lower extremities.

Question 8

Cephalocaudal growth

Answer 8

When an infant is born, the head is the largest portion of the body. In the first year, the head, chest, and trunk gain in size, yet the legs remain short.

Question 9

Cephalocaudal development

Answer 9

This is the tendency of infants to use their arms before their legs.

Question 10

Growth and development proceed in a proximodistal pattern

Answer 10

beginning at the center of the body and moving outward.

Question 11

Proximodistal growth

Answer 11

This occurs in utero, for example, when the baby’s central body is formed before the limbs.

Question 12

Proximodistal development

Answer 12

The infant first begins to focus his eyes, then lifts his head, and later pushes up and rolls over. As the infant gains strength and coordination distally, he will crawl and later walk.

Question 13

Simple skills develop separately and independently.

Answer 13

Later they are integrated into more complex skills. Many complex skills actually represent a compilation of simple skills.

Question 14

Each body system grows at its own rate.

Answer 14

This principle is readily apparent in fetal development and the onset of puberty. In the years leading up to puberty, the cardiovascular, respiratory, and nervous systems grow and develop dramatically, yet the reproductive system changes very little.

Question 15

Body system functions become increasingly differentiated over time

Answer 15

The newborn’s startle response involves the whole body. With maturity, the response becomes more focused, for example, covering the ears.

Question 16

Developmental Task Theory

Answer 16

He believed a person moves through six life stages, each associated with a number of tasks that must be learned. Failure to master a task leads to imbalance within the individual, unhappiness, and difficulty mastering future tasks and interacting with others.

Question 17

developmental task

Answer 17

“midway between an individual need and societal demand. It assumes an active learner interacting with an active social environmenT

Question 18

Psychoanalytic theory

Answer 18

focuses on the motivation for human behavior and personality development

believed that development is maintained by instinctual drives, such as libido (sexual instinct), aggression, and survival

Question 19

Infants and Toddlers

Physical Development

Answer 19

Walking

Taking solid foods

Talking

Controlling bowel and bladder elimination

Learning sex differences and acquiring sexual modesty

Question 20

Infants and Toddlers

Answer 20

Acquiring psychological stability

Forming concepts; learning language

Getting ready to read

Question 21

Preschool and School Age

Physical Development

Answer 21

Learning physical skills necessary for ordinary games

Question 22

Preschool and School Age

Cognitive and Social Development

Answer 22

Building wholesome attitudes toward oneself as a growing organism

Learning to get along with age-mates

Learning masculine or feminine social role

Acquiring fundamental skills in reading, writing, and calculating

Developing concepts necessary for everyday living

Developing a conscience, morality, and a scale of values

Achieving personal independence

Acquiring attitudes toward social groups and institutions

Question 23

Adolescents

Physical Development

Answer 23

Accepting one’s physique and using the body effectively

Question 24

adolescents

Cognitive and Social Development

Answer 24

Achieving new and more mature relations with age-mates of both sexes

Achieving masculine or feminine social role

Developing emotional independence from parents and other adults

Preparing for future marriage and family life

Preparing for a career

Acquiring values and an ethical system to guide behavior; developing an ideology

Aspiring to and achieving socially responsible behavior

Question 25

Young Adults

Cognitive and Social Development

Answer 25

Choosing a mate

Achieving a masculine or feminine social role

Learning to live with a partner

Rearing children

Managing a home

Establishing an occupation

Taking on community responsibilities

Finding a compatible social group

Question 26

Middle Adults

Physical Development

Answer 26

Adjusting to the physiological changes of middle age

Question 27

Middle adults

Cognitive and Social Development

Answer 27

Assisting teenage children to become responsible and happy adults

Achieving adult civic and social responsibility

Reaching and maintaining satisfactory performance in one’s occupational career

Developing adult leisure-time activities

Relating oneself to one’s spouse as a person

Question 28

Oral

Birth–18 mo

Answer 28

The infant’s primary needs are centered on the oral zone: lips, tongue, mouth. The need for hunger and pleasure is satisfied through the oral zone. Trust is developed through the meeting of needs. When needs are not met, aggression can manifest itself in the form of biting, spitting, or crying.`

Question 29

Anal

18 mo–3 yr

Answer 29

Neuromuscular control over the anal sphincter allows the child to have control over expulsion or retention of feces. This coincides with the child’s struggle for separation and independence from caregivers. Successful completion of this stage yields a child who is self-directed, cooperative, and without shame. Conversely, the anal child exhibits willfulness, stubbornness, and need for orderliness.

Question 30

Phallic

3–6 yr

Answer 30

The focus is on the genital organs. This coincides with the development of gender identity. Unconscious sexual feelings toward the parent of the opposite sex are common. Children emerge from this stage with a sense of sexual curiosity and a mastery of their instinctual impulses.

Question 31

Latency

6–12 yr

Answer 31

Ego functioning matures, and sexual urges diminish. The child focuses his energy on same-sex relationships and mastery of his world, including relationships with significant others (teachers, coaches).

Question 32

Genital

13–20 yr

Answer 32

Puberty causes an intensification of instinctual drives, particularly sexual. The focus of this stage is the resolution of previous conflicts and the development of a mature identity and the ability to form adult relationships.

Question 33

id

Answer 33

represents instinctual urges, pleasure, and gratification, such as hunger, procreation, pleasure, and aggression. We are born with our id. It is dominant in infants and young children, as well as older children and adults who cannot control their urges.

Question 34

ego

Answer 34

begins to develop around 4 to 6 months of age, and is thought to represent reality. It strives to balance what is wanted (id) and what is possible to obtain or achieve.

Question 35

superego

Answer 35

is sometimes referred to as our conscience. This force develops in early childhood (aged 5–6) as a result of the internalization of primary caregiver responses to environmental events.

Question 36

unconscious mind

Answer 36

is composed of thoughts and memories that are not readily recalled but unconsciously influence behavior.

Question 37

defense mechanisms

Answer 37

described as thought patterns or behaviors that the ego makes use of in the face of threat to biological or psychological integrity

Question 38

cognitive abilities

Answer 38

the ability to think, reason, and use language

Question 39

Adaptation

Answer 39

is the ability to adjust to and interact with one’s environment. To be able to adapt, one must assimilate and accommodate.

Question 40

Assimilation

Answer 40

is the integration of new experiences with one’s own system of knowledge.

Question 41

Accommodation

Answer 41

the change in one’s system of knowledge that results from processing new information.

Question 42

Piaget

Answer 42

cognitive development occurs from birth through adolescence in a sequence of four stages. A child must complete each stage before moving to the next.

Question 43

Sensorimotor

Birth–2 yr

Answer 43

Learns the world through the senses

Displays curiosity

Shows intentional behavior

Begins to see that objects exist apart and separate from self

Begins to see objects separate from self

Question 44

Preoperational

2–7 yr

Answer 44

Uses symbols and language

Sees himself as the center of the universe: egocentric

Thought based on perception rather than logic

Question 45

Concrete operations

7–11 yr

Answer 45

Operates and reacts to the concrete: What the child perceives is considered actual.

Egocentricity diminishes, can see from others’ viewpoints

Able to use logic and reason in thinking

Able to conserve: To see that objects may change but recognizes them as the same (e.g., a tower of blocks is the same as a long fence of blocks)

Question 46

Formal operations

11-adolescence

Answer 46

Develops the ability to think abstractly: to reason, deduce, and define concepts in a logical manner

Some individuals cannot think abstractly, even as adults.

Question 47

Stages 1-8

Answer 47

Stage 1: Trust Versus Mistrust (Birth to About 18 Months)

Stage 2: Autonomy Versus Shame and Doubt (About 18 Months to 3 Years)

Stage 3: Initiative Versus Guilt (3 to 5 Years)

Stage 4: Industry Versus Inferiority (6 to 11 Years)

Stage 5: Identity Versus Role Confusion (11 to 21 Years)

Stage 6: Intimacy Versus Isolation (21 to 40 Years)

Stage 7: Generativity Versus Stagnation (40 to 65 Years)

Stage 8: Ego Integrity Versus Despair (Over 65 Years)

Question 48

Moral Development Theory: Kohlberg

Answer 48

Kohlberg hypothesized that a person’s level of moral development can be identified by analyzing the rationale he gives for action in a moral dilemma.

Question 49

Level I. Preconventional

Answer 49

Stage 1—punishment–obedience orientation (right action is that which avoids punishment)

Stage 2—personal interest orientation (right action is that which satisfies personal needs)

Question 50

Level II. Conventional

Answer 50

Stage 3—“good boy–nice girl” orientation (right actions are those that please others)

Stage 4—law-and-order orientation (right action is following the rules)

Question 51

Level III. Postconventional, Autonomous, or Principled

Answer 51

Stage 5—legalistic, social contract orientation (right action is decided in terms of individual rights and standards agreed upon by the whole society)

Stage 6—universal ethical principles orientation (right action is determined by conscience and abstract principles such as the Golden Rule)

Question 52

Moral Development Theory: Gilligan

Answer 52

To address the moral development of women, Gilligan proposed an alternative theory that incorporates the concepts of caring, interpersonal relationships, and responsibility.

Question 53

Stage 1: Caring for Oneself.

Answer 53

The focus is on providing for oneself and surviving. The individual is egocentric in thought and does not consider the needs of others. When concerns about selfishness begin to emerge, the individual is signaling a readiness to move to stage 2.

Question 54

Stage 2: Caring for Others.

Answer 54

The woman recognizes the importance of relationships with others. She is willing to make sacrifices to help others, often at the expense of her own needs. When she recognizes the conflict between caring for oneself and caring for others, she is ready to move to stage 3.

Question 55

Stage 3: Caring for Self and Others

Answer 55

This is the highest stage of moral development. Care is the focus of decision making. The woman carefully balances her own needs against the needs of others to decide on a course of action.

Question 56

Spiritual Development Theory- fowler

Answer 56

defined faith as a universal human concern and as a process of growing in trust.

Question 57

Stages 0, 1, and 2

Answer 57

are closely associated with evolving cognitive abilities. In these stages, faith depends largely on the views expressed by the parents, caregivers, and those who have significant influence in the life of the person.

Question 58

Stage 3

Answer 58

coincides with the ability to use logic and hypothetical thinking to construct and evaluate ideas. At this point, faith is largely a collection of conventional, unexamined beliefs. Fowler’s studies demonstrated that approximately one-fourth of all adults function at this level or lower.

Question 59

Stages 4, 5, and 6

Answer 59

represent increasing levels of refinement of faith. With each increase in level there is decreasing likelihood that an individual can attain this stage of development. Fowler found that very few people achieve stage 6.

Question 60

Infants common abuse

Answer 60

Abusive head trauma (formerly shaken-baby syndrome) caused by violent shaking of an infant; it can cause severe brain injury.

Question 61

Toddlers, Preschoolers common abuse

Answer 61

Often detected in this stage as children come in contact with more people outside the home.

Question 62

School-Age common abuse

Answer 62

School violence can be addressed through psychological counseling, weapons-screening devices, school-wide educational programs, and policies calling for the suspension or expulsion of students who are caught intimidating other children or participating in fights on school property.

Question 63

Adolescents

common abuse

Answer 63

Dating violence is widespread. It has serious short- and long-term effects. Many teens do not report it because they are afraid or embarrassed to tell friends and family.

Question 64

Young Adulthood common abuse

Answer 64

Each year, over 10 million women and men in the United States experience physical violence by a current or former intimate partner.

Question 65

Middle Adulthood common abuse

Answer 65

Intimate murder—Women aged 30 to 49 are the most vulnerable.

Intimate violence—Occurs more often in younger women.